强奸视频

If you鈥檝e visited 强奸视频.org lately, you鈥檝e seen our tagline:

Promoting high-quality early learning by connecting practice, policy, and research

It鈥檚 not just a slogan, it鈥檚 our guiding principle鈥攁nd it鈥檚 exemplified by the May issue of听Young Children听on brain science.* Whether you鈥檙e wondering how to cultivate a more joyful and effective learning environment or crafting a new policy agenda to reduce stress among needy families, the rapidly advancing field of brain science will help.

Research on how the brain develops and functions not only offers insights for educators, families, and policy makers but also provides a strong foundation for uniting our efforts. Brain science robustly reinforces what early childhood educators already know in their hearts and minds: the early years are a special time of promise and vulnerability, consistently warm relationships are as important as nutritious food, and all children have enormous potential.

This cluster opens with 鈥淏reakthrough Impacts: What Science Tells Us about Supporting Early Childhood Development鈥� by Jack P. Shonkoff of听听at Harvard University. Based on听, this article distills a massive body of research into key takeaways. Educators and policy makers will see clearly the importance of early childhood being filled with responsive relationships and positive experiences. At the same time, they鈥檒l grasp a hopeful message: even if a child experiences high stress, neglect, or other trauma in the early years, poor outcomes are not inevitable. Nurturing relationships鈥攚ith primary caregivers, teachers, and other mentors鈥攃an foster resilience.

The next article, written by J. Ronald Lally and Peter Mangione of the Center for Child and Family Studies at WestEd, takes a deeper dive into why relationships are so critical. 鈥淐aring Relationships: The Heart of Early Brain Development鈥� offers tips for meeting young children鈥檚 needs and building on their strengths at each stage of child development, from prenatal through age 3.

While the first two articles summarize large bodies of research on brain development, the third builds on that research foundation and offers strategies to improve the lives of children growing up in chaotic, stressful conditions. As Eric Pakulak of the University of Oregon鈥檚听听and his team of researchers and educators explain in 鈥�Focusing on Families: A Two-Generation Model for Reducing Parents鈥� Stress and Boosting Preschoolers鈥� Self-Regulation and Attention,鈥� the good news is that teachers can model strategies with families and children to improve interactions at home and in programs, and to help parents more consistently provide the warm relationships young children need.

Rounding out this cluster, two articles address hot topics for the whole early childhood field: dual language learners and play. In 鈥淭he Brain Science of Bilingualism鈥� Naja Ferjan Ramirez and Patricia Kuhl, with the听听at the University of Washington, provide a detailed picture of how a child acquires two languages simultaneously. Importantly, the research shows that English language development is not hindered by a dual language approach and that there are substantial lifelong benefits to bilingualism. In 鈥�The Case of Brain Science and Guided Play: A Developing Story鈥� Brenna Hassinger-Das and Kathy Hirsh-Pasek, with the听, and Roberta Michnick Golinkoff, with the听听at the University of Delaware, show the unique power of play to ensure that children are mentally active, socially interactive, engaged, and making meaningful connections鈥攁ll of which are essential to learning.

Throughout this cluster of articles, I hope you鈥檒l see a special opportunity to connect practice, policy, and research. While multiple forms of research are necessary to continuously improve educational programs, brain science is grabbing public attention, so this issue of听Young Children听could support multiple facets of your work.

If you are a teacher, you may be inspired to help a family reduce its stress level or to share this research on early childhood brain development with your local, state, and national representatives. If you are a higher education professor, you might weave the research more intentionally into the content of your courses or write an op-ed for your local newspaper to spread the key findings throughout your community. If you are a policy maker, you could work with educators to craft tailored applications of this research. In short, opportunities abound to use brain science to create more advocates for high-quality early childhood education and to enrich young children鈥檚 lives.

*Selected articles are available for free on听Young Children鈥檚听website. 强奸视频 members may read this entire issue of听Young Children听online in the听members only听area. Not a member? For full access to Young Children,听join 强奸视频! Nonmembers may also receive听Young Children听in print by subscribing or听听individual issues.

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Send your thoughts on this issue, as well as topics you鈥檇 like to read about in future issues of Young Children, to [email protected].

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